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Published: 10 December 2022
Last updated: 29 January 2023

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1

Baeza, Mario Enrique. "The influence of behavior modeling and experience on the acquisition of computer skills." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/588.

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2

Tang, Cheuk-ming, and 鄧卓明. "Junior form students' perception towards sex education programmes in asecondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961241.

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3

Snow, Janet P. "Information and communication technology driven teaching and learning opportunities in support of environmental education processes : a case of the eno-environment online programme at Treverton Preparatory School, South Africa /." Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1623/.

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4

Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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5

Drown, Michael R. "Transforming from instructor led to self paced training delivery a case study in learning /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998drownm.pdf.

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6

Hauser, Doreen Ann 1961. "Teacher learning via video instruction: Five case studies." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291883.

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This research was conducted to study how five home economics teachers learned three new teaching techniques through an in service distance education project. The researcher looked specifically at: (1) How effective were video assisted self-instructional packets for teaching individual learners new methods of instruction? (2) How do teachers transfer knowledge of a particular method to actual classroom use? (3) Is there a relationship between one's learning style and style of teaching? Each case study draws upon data from the participant's background, test scores, interviews, self-reports, staff reports, student products, and observations. In three cases, it was concluded that learning style may influence style of teaching. The two teachers who were unable to transfer the information did not have consistent learning styles, were not comfortable users of the media, and reported having too many things going on in their personal life which interfered with the learning process.
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7

Archer, Elize. "Using simulation for achieving competency in the practical procedures of a Critical care nursing programme." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2028.

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Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.
Background to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.
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Warren, Amber N., and Natalia Ward. "Promoting Culturally and Linguistically Sustaining Teaching Through Online Discussion of Case Studies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5944.

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9

Canton, Reinaldo L. "Effects of constructed response contingencies in web-based programmed instruction on graphing compared to cued-text presentation of the same information." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001259.

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10

Bain, Yvonne Catherine. "Learning through online discussion : case studies of higher education student's experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.

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Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out.  For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007).  The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008).  This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion?  What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others?  The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion.  A rich set of empirical data is gathered within the case studies.  A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences.  The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context.  A framework for learning through online discussion emerges from the discussion.
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11

Barragan, Denise Eileen. "Native Americans in social studies curriculum: An Alabama case study." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278722.

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This study describes how some members of the Cherokee Tribe of Northeast Alabama, a state recognized community, reacts to the ways in which Native peoples are represented in the social studies curriculum of DeKalb County, Alabama. Tribal members, ages 30--80 were interviewed about their educational experiences, as well as about their perspectives on the current curriculum. Social studies curricula of this school district, as well as elsewhere in the Alabama public school system, portrays Native peoples in a negative manner, and through the interviews and an extensive analysis of the curriculum, specific examples of these negative portrayals are pinpointed. This study specifically looks at the content, language and illustrations of seven state adopted textbooks, resulting in some specific recommendations on how teachers, as well as administrators, could improve the curriculum.
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12

Tollefson-Hall, Karin Lee. "Alternativeness in art education case studies of art instruction in three non-traditional schools /." Diss., This edition also available online via University of Iowa:, 2009. http://ir.uiowa.edu/etd/322.

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13

Davis, Darrel R. "The model-based systematic development of LOGIS online graphing instructional simulator." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002271.

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14

Heimisson, Gudmundur Torfi. "The importance of program-delivered differential reinforcement in the development of classical music auditory discrimination." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000440.

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15

Wong, Ching-yung, and 黃晶榕. "The choice of medium of instruction and its implications for CMI schools : case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963250.

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16

Chandler, Erol. "Increasing Evidence Based Reasoning in an 8th Grade Classroom Through Explicit Instruction." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1474.

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This study investigates the effectiveness of an instructional strategy that uses students' prior understanding of informal evidence based reasoning (EBR) to build an understanding of scientific EBR. A pre and post instructional strategy survey revealed that students' understanding of EBR increased over the length of the study. Data collected from pre and post instructional discussions also showed increases in the amount of EBR students used.
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Lee, Mo-ling, and 李慕玲. "Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626846.

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18

Chu, Chun-pong, and 朱振邦. "Students' perceptions of the medium of instruction in sciencesubjects: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957808.

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19

Corbett, Steven J. "Rhetorics of close collaboration : four case studies of classroom-based writing tutoring and one-to-one conferencing /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/9524.

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20

Mutter, Morgan L. "Delhi Secondary School as a temple of worship : musical choices and devotional diversity." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99386.

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Delhi Secondary School is a public school with approximately 6,000 students; 300 teachers, 6 administrators, and countless headmistresses and support staff. It claims that its admissions policy is non-discriminatory, boasting that it admits students from all castes, religions and genders. Ethnographic tools, participant observation, and interview were used to discover how Delhi Secondary School supports religious plurality within their educational community as advertised on their web site, specifically how the music specialist teachers in Delhi Secondary School recognize students' religious diversity in their music curriculum. Analysis of my field notes, interviews, transcripts, photographs and other documents revealed that Hindu, Muslim, Sikh, Buddhist, Jain and Catholic religions were represented in the devotional music that was studied and performed by the students. These findings suggest that the school supports religious plurality through participation and acceptance of spiritual acts during lessons, morning assemblies, concert performances and other daily activities. I conclude that the study and performance of diverse devotional music has important social and musical functions in Delhi Secondary School.
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21

Gray, Steven G. "The implementation of a humanities computer laboratory." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26823.

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The last 10 years have seen an explosion in the number of microcomputers available for use in the educational system. However, teachers have little experience in using microcomputers in the classroom and teachers' perceptions of this innovation have seldom been taken into account when implementing computers into the classroom. This case study was undertaken to delineate teachers' perceptions of computers during the implementation of a 14 computer English/Social Studies computer lab being installed as a teaching tool. Twelve teachers were interviewed during June 1985, just before the implementation of the lab, and again in June 1986, one year after the lab's implementation. The interviews were analysed to determine whether past experience influenced teachers' present perceptions of the usefulness of the new computer lab. The study found that Naive Users, or teachers with little or no experience with computers made more use of the computer lab as an aid in teaching the writing process than did Experienced Users who confined themselves to having students use the computer as an electronic typewriter. The study also found that the presence of an Aide to help students with the technical aspects of word processing freed the teachers to use the lab as writing tool without necessarily becoming technically proficient with the computer themselves. As computers become more common in the school system, it becomes important that teachers recognize and understand that these new tools are useful in helping to teach students to write. Otherwise computers may largely become a subject of study rather than a tool suitable for student use in many curricular areas.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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SISTRUNK, ROSALIND SMITH. "THE DEVELOPMENT OF SIMULATED CASE STUDIES ON CD-ROM FOR AUDIOLOGY STUDENTS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021548464.

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23

Buck, Amber M. "Keyboard collaborations : a case study of power and computers in writing center tutoring." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318610.

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This thesis presents a case study of one tutor in two tutoring sessions using electronic drafts in the Ball State Writing Center, focusing on the sessions' power dynamics. Writing centers have developed nondirective tutoring pedagogies in order to help tutors navigate the power dynamics of sessions with paper drafts. While these pedagogies have recently been adapted for tutoring online, attention has not yet been focused on face-to-face sessions using a computer. Using conversational, textual, and user interface analysis, this study provides thick descriptions of the power dynamics of each tutoring session, analyzing the interactions between tutor, student and computer. The descriptions of both sessions show them to be vastly unique and complex, undermining strict dichotomies between directive and nondirective tutoring. The use of the computer reflects the overall dynamics of each tutorial and raises questions about the ways in which tutors and students prefer to use computers in tutoring sessions.
Department of English
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24

黃美玲 and Mei-ling Emily Wong. "Leadership in a technology enriched school: an exploratory case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256491.

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25

Main, Susan. "Enhancing teaching through professional learning: Case studies of professional learning to improve reading instruction for Year 2 students with reading difficulties in one Australian state." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1397.

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Reading is internationally recognised as a mediating factor in the life outcomes of individuals and the continuing failure of Australian children to attain the same level of literacy as children in other Western countries is an ongoing concern. Within the continuum of reading development, there are some children who experience more difficulty than their peers in acquiring reading skills and these children are at even greater risk of poor life outcomes if they do not receive appropriate instruction. Research demonstrates that professional learning is an effective way of enhancing teachers’ knowledge and practice and, therefore, the purpose of this study was to evaluate the efficacy of a professional learning program designed to improve teachers’ pedagogical content knowledge (PCK) and practices in reading instruction. The research utilised a mixed--‐method approach to data collection including case study methodology, as this enabled the Researcher to answer the ‘how’ and ‘why’ of a social phenomenon by providing elaborated information on the context of the professional learning program that was being explored. Case study teachers were selected from a broader group of participants in a multi--‐school professional learning project. Six teachers in three schools, two per school, volunteered to take part in the research. Data were drawn from the overall professional learning program to provide contextual information for the case studies, and the researcher conducted classroom observation and interviews with the case study teachers over 18 months to determine whether changes to pedagogical content knowledge resulted from their involvement in the Project. This research highlighted some of the multiple factors that influence how teachers engage with and enact information from professional learning. These influences include teachers’ beliefs about reading teaching and learning, including philosophical beliefs about how reading should be taught and pragmatic beliefs about the best way to teach children experiencing difficulties with reading. In the context of this study, the historicity of beliefs about reading teaching and learning were of particular relevance to the way teachers engaged with the professional learning. Of particular note were the individual factors that influenced how one individual’s response to professional learning differed from another. These included the perceived relevance of the information on the basis of the teacher’s prior experience, self-efficacy, learning orientation and existing PCK. Contextual factors such as the resources in the school and the learning environments were also relevant to how teachers engaged with professional learning.
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Toppel, Kathryn Elizabeth. "The Call for Cultural Responsiveness: Teachers' Perceptions about the Interplay Between Culturally Responsive Instruction and Scripted Curricula." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1002.

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The increased focus on the implementation of scientifically research-based instruction as an outcome of No Child Left Behind ("Understanding NCLB," 2007) has resulted in the widespread use of scripted reading curricula (Dewitz, Leahy, Jones, and Sullivan, 2010), which typically represents Eurocentric and middle class forms of discourse, knowledge, language, culture, and historical interpretations as academic knowledge (Howard, 2010; Delpit, 2012). In an era where the number of culturally and linguistically diverse students is increasing rapidly (Ginsberg, 2007), it is essential to consider that educational practices relying entirely on prefabricated content may require modification because, as recognized in the funds of knowledge theoretical framework (Veléz-Ibañez, 1988), all students bring a wealth of knowledge to the classroom that should be acknowledged, respected, valued and incorporated into instruction (Gonzalez, Moll, & Amanti, 2005). However, even if teachers are granted the time and permission to modify scripted content in order to build bridges between the prescribed lessons and students' lived experiences, doing so is not easily accomplished when the lives of educators are disconnected from their students (Baeder, 2010). This study investigated the behaviors and ideas teachers have developed as ways to connect with their culturally and linguistically diverse students and their families. Additionally, the study explored how teachers who implement scripted curricula describe the experience of creating culturally responsive lessons intended to specifically connect with their culturally and linguistically diverse students and to connect with students' funds of knowledge. This multiple case study describes how five teachers who implement scripted curricula reported their experiences of creating culturally responsive lessons for particular focal students. Findings are presented in individual case narratives followed by a cross-case synthesis. Findings suggest that teachers were able to carry out culturally responsive instructional practices while implementing scripted curricula; however, participants' CARE lessons did not represent Gay's (2010) ethnic and cultural diversity in curriculum content component of culturally responsive instruction. Additionally, findings indicate that building relationships with culturally and linguistically diverse students was key to adjusting instruction to suit their learning styles. The implications of these findings are discussed in recommendations for in-service teacher professional development and future research.
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Strong, Gregory Butler. "A comparison group study on the effects of instruction in writing heuristics on the expository writing of E.S.L. students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31123.

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This research addressed two major questions: (1) what effect does instruction in writing heuristics have on the expository writing of E.S.L. students? (2) is one writing heuristic better than another? In an experiment involving 116 twelfth-graders in eight classes, the subjects were randomly assigned within classes to one of three groups. Each of the three groups received ten hours of instruction: two groups in writing heuristics, and a third group which served as an experimental control received instruction in grammar. The study was a pretest/posttest design where essays were administered as the tests. The students' essays were scored for quantity (number of words) and quality. Scores were analyzed in a repeated measures design. The results revealed that there were no significant differences between the three groups on either the quantitative or qualitative measures. Although a review of the literature indicated support for the use of writing heuristics with E.S.L. students, the experimental evidence in this study does not substantiate this view.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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28

Garnett, Pamela J. "Science laboratory investigations in year 9: Instruction and assessment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/983.

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The purpose of this research was to develop, implement and evaluate science investigation work based on a cognitive apprenticeship model of instruction and 'linked' to different assessment procedures. Data were gathered to evaluate the effects of the instruction and approaches to assessment on teachers and students, and on the development of students' investigation competency. Year 9 students performed six science investigations in which they examined a relationship between variables. Groups of three students worked together to choose the independent variable, plan their investigation, collect and analyse their data, and to evaluate their findings. The cognitive apprenticeship model of instruction included teacher modelling, coaching, scaffolding and fading, articulating and involving students in self-reflective and metacognitive practices. The three classes which participated in the study (n = 66) experienced different assessment regimes, teacher assessed and norm referenced, teacher assessed and criterion referenced and student assessed and criterion referenced assessment. The study was a naturalistic inquiry and data were collected from numerous sources including a pre and pastiest pencil and paper Test of Science Investigation Skills, pre and post test investigations in which students were assessed from their written responses on an Investigation Planning and Report Sheet, student questionnaires, teacher and student group interviews, and audio and video data. The qualitative data were summarised and interpreted as 76 assertions relating to the themes of the research; investigation competencies, the cognitive apprenticeship model of instruction and the assessment regimes. Sixteen general assertions which were considered to be more genera research findings were then formulated. Students' investigation competencies improved significantly as determined by their pre and post test performances on the Test of Science Investigation Skills, and by their performances on the Investigation Planning and Report Sheet. In addition to improving specific investigation competencies such as planning and conducting investigations, processing data and evaluating investigations, students also perceived that they improved social and workplace skills including working cooperatively, attending to detail, managing time and being organised. Difficulties students experienced in performing investigations were also identified. Based on improved students' performance, the cognitive apprenticeship model of instruction could be deemed as effective in teaching and learning science investigation competencies. As implemented in the study, weaknesses in the implementation of teacher modelling were exposed and it was suggested that modelling would be more beneficial if it were to occur in response to requests from students rather than at the behest of the teacher as an introduction to a learning activity. Classes experiencing teacher assessment, both norm referenced and criterion referenced, achieved similar gains in investigation competencies and the feedback to students following these assessments was similar in quality and quantity. Students in the student assessed criterion referenced class made more modest improvements in Planning investigations and Conducting investigations. These students lacked opportunities for high quality teacher feedback. Clearly these data need to be interpreted with caution because other factors in the learning milieu were not controlled. The implications arising from the research for classroom practice addressed factors contributing to science investigation competency, the cognitive apprenticeship model of instruction and the assessment of science investigations.
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Schmitt, Erin C. "Four Case Studies: The Reading Attitudes and Practices of Teachers and Students in Second Grade." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237813672.

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30

Hopper, Tacey Keller. "Parents, perceptions, passions, pathways, and patterns: Exploratory case studies of home education in the development of intellectually gifted individuals." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154092.

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31

Nyawaranda, Vitalis. "Teachers' beliefs about teaching English as a Second Language (ESL), two case studies of ESL instruction in Zimbabwe." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ44535.pdf.

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32

Mui, Chak-pong Michael, and 梅澤邦. "Effectiveness of small group instruction for children with severe mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958151.

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33

Powell, Rebecca L. ""We're Not Going to Talk About That:" A Qualitative Case Study of Three Elementary Teachers' Experiences Integrating Literacy and Social Studies." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7220.

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The purpose of this interpretive, qualitative multi-case study (Merriam, 2001; Stake, 1995) was to describe the experiences of three elementary classroom teachers as they integrated literacy and social studies during their literacy instruction. This study was grounded in an interpretivist paradigm and a theoretical lens of symbolic interactionism. The guiding questions were: What are the experiences of three elementary teachers when integrating literacy and social studies instruction? What information do teachers use when making decisions about integrated instruction? How do teachers’ beliefs align with their practices? How do teachers organize, plan for, and provide integrated instruction, including how they use the core English/Language Arts programs and core social studies programs? In what ways, if any, do teachers use disciplinary literacy strategies to support social studies instruction? I collected data from teachers in kindergarten, third grade, and fifth grade classrooms in a K-8 Title One school. Data included audio-recorded one-on-one semi-structured interviews, classroom observations, lesson plans, photographs, and my researcher journal. I began data analysis through inductive coding of each interview and observation, and then coded each through deductive analysis using Cunningham and Allington’s (2011) pillars of effective literacy instruction. I deductively coded the data using the six proven practices for effective civic learning based on the National Center for Learning and Civic Engagement (NCLCE, Guilfoile & Delander, 2014). Data analysis then moved to the crosswalk I created using the pillars of effective literacy instruction and the NCLCE proven practices. Data analysis concluded with the cross-case analysis. During the data analysis, member checks and three meetings with a peer reviewer occurred. Findings from this study indicate teachers continue to experience conflict between their beliefs and practices, often due to state, district, and school mandates. Additionally, the study findings indicate a desire for focused professional development, both face-to-face and through digital tools, on how to effectively integrate literacy and social studies. Moreover, professional development is needed to support teachers in their use of critical literacy. Findings also indicate that the teachers in this study experienced censorship, imposed by others and themselves. The study concluded with my interpretation of the findings based on the reviewed literature, suggestions for future research, and a crosswalk for professional development to support teachers in planning for effective integrated literacy and social studies instruction. Keywords: elementary social studies, censorship, integrated curriculum, professional development, effective instruction.
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Casey, Cheryl. "Computer-Based Instruction as a Form of Differentiated Instruction in a Traditional, Teacher-led, Low-Income, High School Biology Classroom." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4437.

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In 2015 the U.S. continues to struggle with academic achievement in public schools. Average test scores from 15 year olds taking the Program for International Student Assessment placed the U.S. as 38th out of 71 countries (Drew Devlin, 2017). It is common to discuss elimination of the achievement gap as the single most effective way to improve the U.S.'s mediocre standing among the highest scoring countries in the world in primary and secondary student test scores (McGhee,2004; Flemming 2012). In the broadest sense of the term the "achievement gap" refers to the difference in academic success between different groups of students. It is often used to describe the lower performance of underprivileged student populations (National Education Association, 2004). Attempts to understand why this GAP exists and how educators may narrow such GAPs, researchers have identified both large class size and lack of personalized instruction as two conditions that commonly accompany lower academic achieving student populations (Lee and Buxton, 2008). Although there is a wealth of literature attempting to assess the effect of class size, few studies have defined small and large class sizes. In her research, Sarah Leahy (2006) defines a small class as one containing between 13 and 17 students and a regular class as one containing between 22 and 25. For the purposes of this research, a large classroom is defined as one with over 25 students. In theory, computer-based instruction (CBI) offers great potential to expand on the concept of personalized instruction. However, there is very little research available that describes how this tool can be used to effectively enhance the classroom learning process. This study examines the impact of providing computer-based instruction (CBI) or teacher-led instruction on students of various achievement levels enrolled in a traditional, high school biology classroom. The high school in which this research as conducted is a Title One (low income) identified school. 111 from four sections of freshman high school biology, were randomly divided into two learning groups per section. Both groups in each section were taught one 50-minute lesson on cellular biology. One group received the lesson from CBI while the other group from teacher-led instruction. The impact on learning was measured by the change in pre- and post-test scores. All students in each section received the same lesson content which was provided in the same classroom concurrently. Data from 82 students that returned signed parental consent forms and took the pre-test on day one, the lesson on day two, and the post-test on day three, were analyzed in this study. Results: The twenty students ranked as high academic achievers scored the highest correct answers on pre- and post-tests (mean 7.1 and 9.4 respectively). Improvement in test scores, measured as mean number of additional correct answers on the post-test, for the high achievers was equal whether they received CBI or teacher-led instruction (+1.72 and +1.75 respectively). Twenty-seven middle ranked academic achieving students also showed a statistically equal degree of improvement from each instructional platform. However, middle students that scored the highest pre-test scores also produced the highest improvement from CBI. The thirty-five low academic achieving students produced the highest improvement in test scores overall from teacher-led instruction and produced a mean negative change in post-test scores from CBI (mean +2.13 and -.68 respectively). Findings from this study suggest that in a classroom setting, higher academic achieving students will learn equally well from CBI or from a teacher while lower achievers benefit more from small group, teacher-led instruction.
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Van, Alstyne Audrey May. "Computers in the home curriculum project : an atttitude and gender study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31215.

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Computers are a valuable tool for education. Studies have proven that the computer can assist in the development of a positive self-concept and a positive attitude toward school. Computers can increase student-teacher interaction and achievement by individualizing the learning process. The research clearly documents the dominance of males in the computer field. Home economics educators have the ability to assist individuals and families in using this tool to their best advantage. This research study included 224 students at Sir Charles Tupper School in Vancouver, B.C. The students were thirteen or fourteen years of age and in grade nine or ten. The study was conducted between September 1989 and February 1990. The purpose of this study was to determine if the integration of computers into home economics can encourage attitude changes and promote equitable computer use between male and female students. This study will test the assertion of previous research that indicates females are less interested in computers and less likely to use computers than males. Can females do as well as males and males as well as females when given the opportunity to study personally relevant material under the supervision of a female role model? Of the 224 students in the study, 185 were in the control group and 39 were in the treatment group. The treatment involved participation in the new course, Computers in the Home. This course studies the impact of computers on family life, and explores personal and home computer applications. The survey was designed to assess student attitudes toward the computer and how they may have changed as a result of the course. Student responses to the survey were analyzed using SPSS-X and Chi-Square analyses were performed to determine any significant differences. During the period of study, the enrollment patterns in both Computer Science and Computers in the Home refute the majority of research in that more females than males were enrolled in these computer classes. It was expected and postulated that students enrolled in Computers in the Home would have been exposed to a different experience than those not enrolled. Unfortunately, there was no significant difference between the attitudes of the students enrolled in the course and students not enrolled in Computers in the Home. Although empirical observation throughout the study period lead the researcher to believe there were differences, statistical analysis of the survey responses did not support this observation. Males overtly displayed their enjoyment—they were more adventurous, aggressive and curious. Female students were quieter and tended to be more covert toward this machine. Since no difference in attitude was found, this research study has shown that females are as interested and use computers as often as male students at Sir Charles Tupper School. Although females react differently toward computers, the general trend appears to be moving toward more equitable computer experiences for all.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Duty, Sandra Lee. "The Impact of Daily 5 and CAFE Literacy Framework on Reading Comprehension in Struggling Fourth Grade Readers: A Case Study." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2710.

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For decades, struggling readers have been a central focus of American public schools. In the United States, many students who struggle with reading comprehension are not receiving high-quality instruction that ensures comprehension of text. Elementary teachers are faced with the challenge of how to structure and organize literacy instruction that ensures growth in reading comprehension for struggling students. The purpose of this case study is to explore the impact of a reading framework on fourth grade struggling students’ reading comprehension, attitudes and engagement. This case study looks specifically at the impact of the Daily 5 and CAFÉ literacy framework that seems to respond to the needs of struggling students and includes Oregon state standards in literacy. The fundamental research questions that guided this study are: (a) How do struggling students perceive their experience in Daily 5 and CAFÉ reading framework, (b) How do struggling students respond to the comprehension strategies taught in the Daily 5 and CAFÉ reading framework, (c) What are struggling students’ attitudes toward reading, and (d) What kind of growth in reading comprehension did the struggling students have over one year? This case study used a constructivist and transactional theoretical lens. Data collected include: interviews, surveys, questionnaires, Draw-a-Reader, journals, and achievement tests. The main finding indicates that fourth grade struggling students made progress in reading comprehension when they engaged in Daily 5 and CAFÉ framework. In addition, findings indicate that their progress was facilitated by certain conditions: (a) letting students choose their reading and writing materials, (b) helping student select explicit reading goals, (c) setting up a positive and supportive classroom environment, and (d) offering opportunities for students to collaborate with each other while reading. The results of this study suggest that the Daily 5 and CAFÉ combined literacy framework benefits struggling readers by producing positive results in reading comprehension as well as contributing to better student attitudes and increased student engagement. With the ever-increasing importance placed on United States National Common Core Standards and Smarter Balanced Assessments as well as the need to address the reading challenges for struggling readers, the Daily 5 and CAFÉ combined literacy framework offers hope for students and teachers alike.
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Kronish, Neomi Baylin. "Social, cultural, and psychological influences on three promising piano students' desicions to continue taking piano lessons." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85180.

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In this inquiry, I used a qualitative-portraiture approach to examine the social, cultural, and psychological influences on piano students' decisions to continue taking piano lessons. I collected data between 1997 and 2002. Data types included field notes, interpretive memos, audiotaped and videotaped piano lessons, audiotaped one-on-one interviews and retrospective interviews, email messages, and written documents. The main sources of data used for analysis were transcribed videotapes of piano lessons in the music studio and interviews with the teacher and three of her promising students. I drew on Vygotsky Halliday, and Wenger's theoretical frameworks to conceptualize my understanding of the social, cultural, and psychological issues that influence promising music students' commitment to learning music. I used Vygotsky's social-psychological-developmental theory of learning and Halliday's social theory of language to portray the significance of piano students' experiences in a music studio, their relationships with their teacher, and the teachers' use of language in the decision. Vygotsky's perspective on volitional-affective tendencies provided a framework for understanding how students' abilities to cope with their emotions influenced them to continue their music studies. I drew on Halliday's concept of Register to analyze the transcribed videotaped lesson data sets. I used Wenger's notion of Community of Practice to portray the social, cultural, and historical characteristics that play a role in motivating students to learn music. I found that being socialized into the music community, developing musical competencies, becoming a self-regulated learner, and being able to cope with the emotional experiences of playing and performing shape students' decisions to continue piano lessons. The results of my findings support that teachers influence their students' decision to continue their music studies by socializing them into the practices
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Wong, Marina Wai-yee. "Elementary teachers' expressed beliefs and observed practices of music education in Vancouver and Hong Kong, a descriptive, exploratory study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46451.pdf.

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Slay, Laura Elizabeth. "Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248420/.

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This qualitative two-case study draws from the intersection of three theoretical perspectives: sociocultural theory, transactional theory, and complex systems theory. Guided by two research questions, this qualitative study explored the conditions two seventh grade English language arts teachers set for teaching expository writing and their implications. Deductive coding based on seven a priori patterns of powerful writing instruction (empathy, inquiry, dialogue, authenticity, apprenticeship, re-visioning, and deep content learning) revealed six conditions for teaching expository writing. Inductive pattern analysis of these conditions revealed three emergent themes: reinforcing structures, mediating transactions, and balancing tensions. These findings suggest that teaching expository writing is a complex system filled with dialectical relationships. As interdependent pairs, these relationships encompass the entire system of expository writing instruction, including the structural and transactional aspects of teaching and learning to write. The overlapping conditions and themes demonstrate that expository writing appears ambiguous at times; however, routine, yet responsive instruction, framed by apprenticeship and a balance of reading and writing activities designed to inspire self-discovery are fundamental to the process of teaching expository writing. The final chapter includes instructional implications and a discussion about the significance of setting conditions for generative literacy learning. Recommendations for future research include writing research based on complexity theory, connections between expository writing and empathy, and critical thinking relative to critical action.
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Moon, Do-Sik. "Impact of contract learning on learning to write in an EAP class : case studies of four international graduate students' experience /." Urbana, Ill. : University of Illinois, 2007. http://proquest.umi.com/pqdweb?did=1481657971&sid=1&Fmt=2&clientId=36305&RQT=309&VName=PQD.

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Miura, Tsuyuki. "Motivational trajectories of successful foreign language learners: Six biographical case studies." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/138294.

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CITE/Language Arts
Ed.D.
This study concerns foreign language learners' motivational changes over a long period of time; it is an investigation of the learning histories of six learners who have achieved high proficiency in English. Unlike a large body of conventional foreign language learning motivational research, which has primarily been conducted using quantitative methodologies, this study employs two non-conventional approaches, a combination of learners' biographies and case study research. The primary purpose of the study is to holistically explore successful English learners' motivational trajectories and their learning histories in the Japanese context. To this end, foreign language learning motivation is conceptualized and illustrated as a dynamically changing construct that plays an important role in the process of foreign language learning. In the literature review, longitudinal studies concerning foreign language learning motivation and autobiographical studies and case studies that are relevant to this study are examined. The central research question is what motivational trajectories and learning histories these highly proficient learners have had, and how these learners have sustained their learning motivation over time and eventually achieved high proficiency while in an EFL (English as a foreign language) environment. The participants are six Japanese adults who have achieved high levels of English proficiency and who use English in their jobs. The design used in this case study involves both holistic and specifically focused analyses, by which each participant's learning history is collected through individual interviews. The author reports each participant's learning history, and the initial proposition concerning motivational change and salient motivational sources found in the participants' learning histories are collectively analyzed and discussed. Exploring the data concerning how the participants have maintained foreign language learning motivation resulting in the idea that sustained motivation is not always present in successful foreign language learning and that the key to success involves a cognitive change from a state in which motivation is present to one in which a more intentional psychological force, commitment to learning, develops. Based on this thought, a model illustrating the key to success in foreign language learning in the EFL context is presented. The results provide new, engaging, and important information to people who are seriously involved in foreign language learning in EFL contexts, where the majority of learners fail to attain high levels of foreign language proficiency after receiving years of formal education.
Temple University--Theses
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Tang, Pui-han, and 鄧佩嫻. "The effects of cognitive strategy instruction on conceptual understanding and conceptions of learning for junior secondarystudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961939.

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Milner, Marleen. "An evaluation of the influence of case-method instruction on the reflective thinking of MSW students." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003025.

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Lee, Chun-wah, and 李振華. "Effects of cognitive strategy instruction on reading comprehension foracademically low achieving students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3196106X.

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Atchade, Pierre Jacques. "A qualitative study of distance learners' perceptions of learning computer technology delivered through two-way audio video conferencing and online instruction." Ann Arbor, MI : UMI Dissertation Services, 2002. http://0-proquest.umi.com.aupac.lib.athabascau.ca/pqdweb?did=726373631&sid=1&Fmt=6&clientId=12302&RQT=309&VName=PQD.

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Campbell, Carol L. "Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2072.

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School districts face tremendous budget challenges and, as a result, professional development has been "trimmed" from many school budgets. (Habegger & Hodanbosi, 2011). School administrators responsible for planning professional development face a daunting task and often focus on PowerPoints, district mandated training, one-shot presentations, and workshops that are delivered by expensive experts. These types of activities lack teacher collaboration, time for sharing of ideas and opportunity for reflection and analysis (Torff & Byrnes, 2011, Coggins, Zuckerman & Mckelvey, 2010). The problem addressed in this study is that teacher professional development is usually planned by school administrators who are provided little support or training. This study used the problem-based learning approach designed by Bridges and Hallinger (1995) to determine the usefulness of a handbook for principals to utilize as they plan professional development. The handbook was developed, field tested and revised using Borg and Gall's (2003) research and development cycle. This qualitative study included surveys, observations, interviews and workshops to determine the usefulness of the handbook. The study consisted of preliminary field testing and product revision followed by the main field testing. The main field test was a workshop for K-12 school and district level administrators on how to use the handbook in planning meaningful, ongoing teacher professional development. The data collected in this study determined that the handbook,Teachers Teaching Teachers: Designing Successful Teacher Professional Development on a Shoestring Budget, is a useful tool for school administrators responsible for planning teacher professional development.
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Walsh, Brenda 1956. "The effects of an alternative instrumental music program on elementary school children." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35225.

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Music education is an important element in the development of the whole child. The school is a place where children learn about and are directly influenced by things that make a lasting impression on their development. What better place for music to be taught? Music is a course of study that can have a direct influence on a child's lifetime tastes and values for the arts.
This study investigates the effects of an Alternative Instrumental Music Program on grade three children, at an elementary school situated on the West Island of Montreal, Quebec. One of the two classes involved in the Study (Experimental Group) participated in an alternative instrumental music program and its applications; the other class (Control Group) followed a traditional music program. Each class consisted of twenty-eight students. Quantitative and qualitative data were collected from both groups of students, homeroom teachers, and parents over a period of ten consecutive weeks.
The findings revealed that the children in the Experimental Group enjoyed learning music in school more than those in the Control Group. The Experimental Group also indicated a greater increase in the enjoyment of activities experienced during music class than those in the Control Group. Moreover, there was a higher increase of musical knowledge in the Experimental Group.
The author suggests that further research on the effects of alternative music programs on elementary school children would be beneficial to the educational community.
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Sauerland, William R. "Legitimate Voices| A Multi-Case Study of Trans and Non-Binary Singers in the Applied Voice Studio." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825714.

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This qualitative, multi-case study examined trans and non-binary singers in the applied voice studio. The purpose of this study was to explore (1) the impact of music participation on the identities of trans and non-binary singers, (2) the experiences of trans and non-binary singers taking private singing lessons, and (3) the strategies and practices of their voice teachers. Purposeful sampling of four singers included two trans men and two non-binary individuals. Four teachers with prior experience in teaching trans or non-binary singers included two teachers identifying as trans men, and two cisgender (one female, one male) teachers. Data were collected through interviews and lesson observations, presented through portraiture analysis to provide an insider’s view of the experiences, perspectives, and practices of the participants. Findings and implications emerged through cross-case analyses.

The results indicate that gender impacts musical spaces. While participation in musical activities created an outlet for some singers to explore their trans or non-binary identity, the reification of the gender binary in musical spaces was oppressive for others. Students modeled high self-efficacy by showing perceived competence to change discriminatory policies and practices in music and the performing arts.

Teachers demonstrated emotional support in the applied studio by being cognizant of student needs. While the training of each student looked distinct, teachers affirmed students through student-centered pedagogical approaches, allowing students to guide their vocal training and development. Teachers discussed the need for adept understanding of vocal technique in training trans and non-binary singers. All four trans men (two students and two teachers) discussed their voice modification through testosterone replacement therapy. The two non-binary singers, not engaged in medical voice modulation, discussed changes in their voices through singing lessons.

The research posits that curricular development in vocal pedagogy courses is needed to educate singing teachers on cultural competency and trans and non-binary vocality. This study revealed the need to examine applied teacher readiness in educating trans and non-binary singing. Research on the longitudinal effects of testosterone on the voice is warranted. Additional scholarship is needed in working with trans or non-binary voices not engaging in hormone replacement therapy.

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Miller, Shawn J. "Effects of Bring Your Own Device Initiatives Related to Instructional Planning and the Classroom Environment in Two Texas High Schools." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984275/.

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This study was an examination of 20 North Texas high school teachers' perceptions about the effects of bring your own device (BYOD) initiatives on instructional planning and classroom environment. The BYOD initiative at two high school campuses was studied through a qualitative approach, i.e. a collective case study. Data were collected through interviews, classroom observations, and reviews of participants' lesson planning documents. The findings indicated teachers had to plan for inequitable technology access, technology support, effective classroom management, and relevant content to support student learning effectively. Teachers participated in professional development focused on planning for student devices, effective use of instructional technology, and classroom management during this type of instruction. Results revealed that, during instruction that included students' devices, teachers believed student engagement and content retention were greater. Observation data also indicated that students were more engaged in the instruction. The interviews and classroom observations indicated that students assumed a more active role in their learning during these lessons, and teachers facilitated and provided more support as needed. Effective planning and classroom management were identified as key components in the success of this type of initiative. Overall, the study supports the necessity for relevant professional development for teachers and campus administrators to ensure the success of BYOD initiatives. Similarly, these two groups should work together to develop the campus framework to support BYOD technology in the classroom.
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Thomas, Janna. "Critical Factors influencing the Sustainability of Community Music Schools in the Greater Cape Town area: Two Case Studies." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97128.

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Thesis (MMus)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Community Music is a vibrant and growing field within the South African context and exists across various practices and settings. Community Music Programs in the Western Cape and more specifically the greater Cape Town area, are on the rise and often serve as outreach and educational initiatives to uplift participants from previously and currently disadvantaged communities by engaging in various musical activities. Though many Community Music Programs start successfully they fail to be sustainable due to various factors which are often never documented. Programs which include more formal aspects of music education such as those that function as Community Music Schools, experience unique successes and challenges that serve as factors which contribute towards their sustainability. Two Community Music Programs whose roots were established in outreach and whose goals also include that of providing quality music education are the Athlone Academy of Music and the Western Cape Music Education Project, which serve as case studies for this thesis. Both programs have evolved from outreach projects to currently serving as Community Music Schools within their respective areas of Athlone and Kuils River and have proven to be major contributors to the landscape of music education in the greater Cape Town area. Their contribution stems not only from their continued existence for almost two decades and their output of successful current and past students, but they also provide researchers with opportunities to document aspects of Community Music within the South African context. The Athlone Academy of Music and the Western Cape Music Education Project, in existence for twenty and eighteen years respectively, have witnessed significant changes to their infrastructure, management, and funding since the last studies conducted on them in 2009, and have continued to exist in a competitive funding environment which constantly poses a threat to their sustainability. Although both programs are faced with distinct funding shortages, their continued existence has shown that factors that contribute towards sustainability may not be related to funding. This study documents the current situation of both case studies, describing their challenges and successes from the viewpoint of key stakeholders. To achieve the objective of this research, qualitative methods of data collection were used and included semi-structured interviews, field notes and observations. The study established that there are multiple factors that influence the sustainability of the two Community Music Schools. Another important result is that this study provides documentation on the evolution of two established Community Music Schools as well as information vital to gaining a better understanding of the successes and challenges of such programs and their links to factors of sustainability. The results of this study provide opportunities for further areas of research regarding Community Music in the South African context. Keywords: Sustainability, Interaction, Community Music, Community Music School, funding, successes, challenges, project leaders, teachers, partnerships. Stellenbosch University https://scholar.sun.ac.za
Gemeenskapsmusiek is ‘n florerende en ontwikkelende veld binne die Suid-Afrikaanse konteks en strek oor verskeie praktyke en omgewings. GMPe in die Wes-Kaap, en meer spesifiek die groter Kaapstad-gebied, is besig om op die voorgrond te tree en dien telkens as uitreikings- en opvoedkundige inisiatiewe om diegene van voorheen en tans benadeelde gemeenskappe deur middel van betrokkenheid in verskeie musiekaktiwiteite, op te hef. Alhoewel talle GMPe aanvanklik suksesvol is, is die sukses onvolhoubaar weens verskeie faktore wat dikwels nie gedokumenteer is nie. Programme wat meer formele aspekte van musiekopvoedkunde insluit, soos programme wat as GMSe funksioneer, ondervind unieke suksesse en uitdagings wat as faktore wat tot hul volhoubaarheid bydra. Twee GMPe wie se ontstaan in uitreiking gegrond is, en wie se doelwitte ook die voorsiening van gehalte musiekopvoedkunde insluit, is die Athlone Academy of Music en die Western Cape Music Education Project, wat as gevallestudies vir hierdie tesis dien. Beide programme het vanuit uitreikingsprojekte ontwikkel en dien tans as GMSe binne hul onderskeie gebiede van Athlone en Kuilsrivier en het sodoende 'n groot bydrae tot die landskap van musiekopvoedkunde in die breër Kaapstad-gebied verskaf. Hierdie bydrae spruit nie slegs uit hul voortbestaan van byna twee dekades, asook die sukses van hul oud - en huidige studente nie, maar hulle bied ook aan navorsers die geleentheid om GM binne die SA konteks aante teken. Die Athlone Academy of Music en die Western Cape Music Education Project, in bestaan vir twintig en agtien jaar onderskeidelik, het sedert die laaste studies wat in 2009 behartig is, belangrike veranderinge tot hul infrastruktuur, bestuur en befondsing ondergaan, en het te midde van 'n mededingende omgewing in terme van befondsing, wat voortdurend 'n bedreiging vir hul volhoubaarheid inhou, voortbestaan. Alhoewel beide programme met onmiskenbare gebrek aan befondsing gekonfronteer word, dien hul voortbestaan as bewyse dat die faktore wat tot hul volhoubaarheid bydra ook nie noodwendig met befondsing verband hou nie. Hierdie studie dokumenteer die huidige situasie van beide gevallestudies waarin hul uitdagings en suksesse vanuit die oogpunt van die belanghebbendes beskryf word. Om die doel van hierdie navorsing te bereik is kwalitatiewe metodes van data-insameling gebruik wat semi-gestruktureerde onderhoude, veldnotas en waarneming ingesluit het. Deur van hierdie metode gebruik te maak het die studie vasgestel dat verskeie faktore die volhoubaarheid van die twee GMSe kan beïnvloed. Nog 'n belangrike uitkoms van die navorsing is dat hierdie studie dokumentasie omtrent die ontwikkelingsgang van die twee GMSe verskaf, asook inligting noodsaaklik tot 'n beter begrip van die suksesse en uitdagings van soortgelyke programme en hul verbintenis tot volhoubaarheidsfaktore. Die uitkoms van hierdie studie verskaf geleenthede vir verdere areas van navorsing ten opsigte van GM binne die Suid-Afrikaanse konteks. Sleutelwoorde: Volhoubaarheid, Interaksie, Gemeenskapsmusiek, Gemeenskaps-musiekskool, bevondsing, suksesse, uitdagings, projekleiers, onderwysers, vennootskappe Stellenbosch University https://scholar.sun.ac.za
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